by Seth Bybee
Simply put my mentoring philosophy is, “Put the student first.” Before I continue to build a framework around what “putting the student first” means to me, I would like to take a few short sentences to clarify what it does not mean. Putting the student first does not mean waiting on students who have a long track record of tardiness, carelessness and general negligence. It also does not include babysitting in any form, nor does it include work for the sake of work.
Putting students first does mean an open door policy. One of the trademarks of an excellent mentor is an open door policy. Students have lots of questions, are often confronted with many “good” options for data gathering, analysis, and presentation. An open door policy where a student can walk into your office at any time and discuss pressing thoughts is essential to a student’s development. During these discussions the student can be directed toward literature, other colleagues, etc. so that they are not become blocked in finding answers to their questions. Time with students allows the mentor to assess a student’s growth, achievement and stress level. Students also need a venue to ask “stupid” questions or at least ones they feel are stupid. It is better for them to ask the question to me than to someone else who may not give as kind a response.
Gaining broad exposure to scientific methods, data gathering, and analysis will be essential to any student who wishes to be successful in the sciences. In order not to fail students I must be well trained within the biological group we are studying and be up to date on the latest and greatest (as well as the not so greatest that may still be the latest) methods for analysis and data gathering. In a field like phylogenetics where there is constant overturn of ideas it is imperative that I am both well studied and well read. My ability to stay on top of the field will lead to my student’s research being accepted by the scientific community in the form of publication and collaboration. It will also likely catapult them into top notch training, educational and research opportunities.
Tough love is also an important part of mentoring. Encouraging worthy students to take paths that are not the easiest but will be the most fruitful is a cornerstone of academics. Most experiences in life are best appreciated when hard work is involved. For example, there are students who prefer to be second author on papers so that they don’t have to write any significant portion. Other reasons for not being first author are fear of writing or fear of slowing down the manuscript. As a scientist there is no better way to learn to write than having someone else critique your work. This is where tough love comes in and a worthy student is required to be first author on the publication for which he/she has worked hard to generate the data.
Urging students on in a kind way is an important part of any research project. In my opinion setting goals is a great way to urge students forward. Setting goals makes communication more clear, allows for projects to be visualized in distinct segments and allows progress to be measured. Setting goals with timeframes that are set by organizations outside of the university or department (e.g., granting and meeting deadlines) is also important because these deadlines are not “soft” and will help all involved stay focused on the research.
Because there can be such high demands on students regarding both personal, family and educational responsibilities much support and sensitivity must also be given. Support can be given by returning drafts of grants, manuscripts, project outlines, etc. within two or three days at the very latest, when a student is most excited and still remembers what they wrote. Also, popping in on students and making sure they are making progress is important. This shows an interest in their work and will make them less shy about the open door policy. Sensitivity is essential as many undergraduates carry large credit loads and have a diversity of unique personal and family circumstances.
In conclusion, I believe putting the student first requires creating high expectations that both the mentor and each student individually are comfortable with. Maintaining these expectations is perhaps the toughest part of mentoring but can be done with much support, goal setting, recommitment, and communication.